Learning Styles Analysis and Self-Analysis

This document provides an analysis of learning styles and self-analysis. It discusses different learning theories, types of attenders, and self-analysis based on questionnaires. It also suggests ways to improve weaknesses in learning styles.

MN3041QA
Development for Success in Business
Project 1: Report
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Contents page
Introduction ……………………………………………………… ________
Learning Styles Analysis ………………………………………... ________
Self-Analysis …………………………………………………… ________
Conclusion ……………………………………………………… ________
Bibliography ……………………………………………………… ________
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Introduction
I has completed my high school and the learning experience are so enjoyable because
the teachers are so supportive and always encourage me towards new things. With proper
support of my teachers and classmates, I enjoyed my educational institution too much. Through
friendly environment, I gain confidence and always ready to accept new challenges which will
also assist me to attain my goals. Further, I also enhance many skills like, communication skills,
exposure to multicultural activities and problem solving skills which also assist me in my future.
As in my school, my attendance was 100% because I like to go school, as I had so many good
experience and each day of educational institution assist me to gain new challenge and learn new
things as well. That is why, my attendance is 100% as compared to other mates.
My institution not only focused upon child's education learning but it also provide range
of activities that is also known as curriculum activities that assist to grow a student personally.
Such that in every month, teacher perform teach work activities which in turn assist to improve
the team working activities. Apart from this, some role- playing exercises are also perform and
teacher keep taking feedback from classmates in order to examine the environment. My previous
learning experience influence in positive manner such that I am able to handle the complex
situation which aid my professionalism. Also, my native language is Romanian but I have a
good command in French and English which further assist to work in other countries without
any language error.
Learning Styles Analysis
Honey and Mumford learning style: This theory is applied in classroom because it assist to
categorize the student as per the set 4 different styles. This learning theory is more effective and also
assist to grab different opportunities for future as well (Kumar, Singh and Ahuja, 2017).
Behaviourism learning theory: This theory is also used in classroom because it helps to
determine the student behaviour which is based upon their interaction within their environment. Thus, in
classroom, every student's behaviour is vary from person to person and that is why, this theory assist to
examine individual action within a specific situation.
Different types of attenders
 Enthusiastic group: This type of students feel motivated and enjoyed the lectures and also feel
that lectures make knowledge meaningful.
 Pragmatism: This type of attenders wants to know what they need to learn and which type of
assessment they need to focused (Mearman and et.al., 2014).
 Average motivated students: It is similar to second type but the only difference is students feel
that attending lecture is easier than learning alone, which makes knowledge more meaningful.
 Fundamental oriented students: This type of attenders share main pragmatic in order to
motivate themselves and they also learn more fundamental principles related to topic.
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 Minimalists: They think lectures was not to miss important information and that is why, they
attend the lectures.
Self-Analysis
As per the Honey and Mumford Questionnaire, I get highest score in Activist (14) over the others
and this clearly stated that I learn things by doing rather their reading and always use open minded
approach to learning. Generally I prefer role-play activities which assist me to learn new things and with
the help of group discussion, I always tries to enhance my communication skills. Moreover, through
strong problem solving skills, I always ready to accept the challenges and tries to learn new. Apart form
this, I also use brainstorming ideas and this assist me to meet the define aim (Rodríguez Cepeda, 2018).
According to Dolnicar (2004), there are five types of attender and among all, I belongs to first
type of attender i.e. Enthusiastic group which means tries to learn new things from lectures and always
grab new opportunities which in turn assist to meet the define aim. Also, during lectures, I always prefer
to sit in front of teacher in order to understand lectures in more better manner so that I will apply the same
in near future too.
Conclusion
Through the learning style, I analysed that there are three areas of weakness i.e. Theorist,
Reflectors and Pragmatist. In order to improve theorist, I start applying theories and models during
lectures in order to understand the theory behind action. Further, to improve my scores in reflectors, I will
observing and thinking which means use self analysis questionnaire and taking feedback from others
which assist to examine my weakness. Moreover, I start discussing the things with my classmates and try
to observe the things in minutely in order to understand their perspective.
In addition to this, to improve the score in Pragmatist, I apply new ideas and theories into my
work in order to learn from real world. Also, uses real life examples to examine the things and try to
enhancing my problem solving skills as well.
Bibliography
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Kumar, A., Singh, N. and Ahuja, N.J., 2017. Learning styles based adaptive intelligent tutoring systems:
Document analysis of articles published between 2001. and 2016. International Journal of
Cognitive Research in Science, Engineering and Education.5(2). p.83.
Mearman, A. and et.al., 2014. Understanding student attendance in business schools: An exploratory
study. International Review of Economics Education.17. pp.120-136.
Rodríguez Cepeda, R., 2018. Los modelos de aprendizaje de Kolb, Honey y Mumford: implicaciones
para la educación en ciencias. Sophia. 14(1). pp.51-64.
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